This showcase draws on team teaching experiences in the Work-integrated Learning (WIL) and Capstone units delivered in the Business School during the pandemic. We discuss the best practices for enriching students’ group-based work integrated learning experiences when transitioning to the online environment. Student survey and focus-group responses indicate that changes co-designed and co-delivered by academic staff and industry practitioners to support students were effective in the transition of group-based experiential learning from the face-to-face to the online mode of teaching delivery. We provide specific recommendations and examples to support cooperative learning and to improve student feedback for more equitable and inclusive online WIL teaching practice.
Teaching@Sydney